PROVIDING EXPLICIT STRATEGY INSTRUCTION TO ENHANCE STUDENTS’ READING COMPREHENSION AT ENGLISH FOR ISLAMIC STUDIES CLASS
Abstract
The aim of research  is to identify the effects and advantages of providing explicit strategy instruction to enhance students’ reading comprehension at English for Islamic Studies class of IAIN Pontianak. This was a classroom action research, and its data were collected through reading comprehension test, observation, interview, and document review. Then, the data were analysed though interactive model data analysis. The results showed that, after providing explicit instruction of comprehension strategy, students’ reading comprehension improved for they became more strategic and more metacognitive when reading after being introduced with reading comprehension strategy explicitly.Â
Keywords
Full Text:
PDFReferences
Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. English Language Teaching, 6(10), 235-244.
Aebersold, Jo Ann & Field, Mary Lee. (1997). from Reader to Reading Lecturer: Issues and Strategies for Second Language Classrooms. Cambridge: Cambridge University Press.
Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40(6), 1063-1081.
Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The journal of educational research, 97(4), 171-185.
Al Khaiyali, T. (2017).Pedagogical Model for Explicit Teaching of Reading Comprehension to English Language Learners.International Journal of English Language & Translation Studies.5(3).61-69.
Brevik, L. M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?. International Journal of Educational Research, 67, 52-66.
Deboer, John J. &Dallman, Martha. (1966). The Teaching of Reading. USA: Holt, Reinehart and Winston, Inc.
Duke, Nell K. & Pearson, P. David. (2002). Effective Practices for Developing Reading Comprehension.Professional article Available at: www.nationalgeographic.dom
Gough, P. B., &Hillinger, M. L. (1980). Learning to read: An unnatural act.Bulletin of the Orton Society, 30, 179-196
Grabe, William &Fredricka L. Stoller. (2001). Reading for Academic Purposes: Guidelines for the ESL/EFL Lecturer. United States of America: Heinle&Heinle, a division of Thomson Learning, Inc.
Hirade, Yuko. (2016). Impact of Explicit Teaching of Reading Strategies.Japan Association for Language Teaching. 3 (2), 355-361
Iwai, Yuko. (2016). The Effect of Explicit Instruction on Strategic Reading in a Literacy Methods Course.International Journal of Teaching and Learning in Higher Education. 28 (1), 110-118
Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117-129.
Miles, Mathew &Huberman, A. Michael.(1984). A Qualitative Data Analysis. Sage Publication, Inc.
Mills, G.E. (2000). Action Research: A Guide for the Lecturer Lecturer. New Jersey: Prentice Hall.
Mostow, J., & Chen, W. (2009).Generating Instruction Automatically for the Reading Strategy of Self-Questioning.In AIED. Pp. 465-472.
Nunan, David. (1992). Cooperative Language Learning and Teaching.Cambridge: Cambridge University Press.
Nunan, David. (2003). Practical English Language Teaching.New York: Mc. GrawHill.
Raphael, Taffy E. (2014). Question-answering Strategies for Children. The Reading Teacher, 39(6), 187-190.
Ricards, Jack C. (1996). Reflective Teaching in Second Language Classrooms.New York: Cambridge University Press.
Romansyah, Khalimi. (2013) StrategiMembacaPemahaman yang EfektifdanEfisien.Deiksis: JurnalPendidikanBahasadanSastra Indonesia. 5 (1), 69-76.
Sari, Y. A., & Suhono, S. (2017). Applaying Transition Action Detail Strategy on Written Text of EFL Young Learners. Jurnal Iqra': Kajian Ilmu Pendidikan, 2(1), 1-24.
Snow, Cahterine. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND.
Spörer, N., Brunstein, J. C., &Kieschke, U. L. F. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and instruction, 19(3), 272-286.
Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. Reading, 14(2), 314-336.
Taylor, A., Stevens, J. R., & Asher, J. W. (2006). The effects of explicit reading strategy training on L2 reading comprehension. Synthesizing research on language learning and teaching, 213-244.
Urgurhart, Sandy & Weir, Cyril.(1998). Reading in a Second Language Process, Product and Practice. London: Longman.
Vermette, Abraham. (1998). Assessment of Cooperative Learning Groups.Journal of Educational Research. (71) 2, 279–320.
Weinstein, Y., McDermott, K. B., & Roediger III, H. L. (2010). A comparison of study strategies for passages: Rereading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, 16(3), 308.
Wren, S. (2002). Ten myths of reading instruction. SEDL Letter, 14(3), 3-8.
DOI: https://doi.org/10.52657/js.v5i2.900
Refbacks
- There are currently no refbacks.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.